教师对教学条件的认知偏差的调查研究  

An Investigation of Teachers' Cognitive Bias about Teaching Conditions

作　　者：李红梅[1] 彭豪祥[1] 

机构地区：[1]三峡大学田家炳教育学院,湖北宜昌443002

出　　处：《三峡论坛》2011年第2期134-137,150,共4页China Three Gorges Tribune

基　　金：教育部人文社会科学研究项目(项目编号:09YJA880074);湖北省"十一五"教育科学规划项目(项目编号:2009B154)"教师教学认知偏差探析及合理教学认知体系构建的研究"成果

摘　　要：本文采用"教师教学认知偏差问卷"对846名教师进行调查,发现所调查的教师在教学理论、教学研究、教学关系等教学条件方面存在不同程度的认知偏差。主要表现为:女教师要明显好于男教师;教学优秀教师要明显好于一般普通教师;小学教师要明显好于高中教师;教龄在1-5年的教师要明显好于教龄在16-20年及20年以上的教师;教龄在6-10年和11-15年的教师要明显好于教龄在16-20年的教师。This paper,after investigating 846 teachers through the questionnaire of 'Cognitive Bias on Teaching',points out that there are cognitive biases in various degrees in terms of teaching theory,teaching research,teaching relationships and some other teaching conditions.It is clear that the cognitive biases of female teachers are better than male teachers';the cognitive biases of excellent teachers are better than ordinary teachers';the cognitive biases of primary school teachers are better than senior high school teachers';the cognitive biases of the teachers whose teaching experiences are between one to five years are better than the teachers whose teaching experiences are more than sixteen years;the cognitive biases of teachers whose teaching experiences are between six to fifteen years are better than the teachers whose teaching experiences are between sixteen to twenty years.

关 键 词：教师 教学条件 认知偏差 

分 类 号：G642[文化科学—高等教育学]